English: Quarter 4 - Module 6: Delivering A Self-Composed Speech

8
English
Quarter 4 – Module 6:
Delivering A Self-Composed
Speech
CO_Q4_English 8_Module 6
English – Grade 8
Alternative Delivery Mode
Quarter 4 – Module 6: Delivering A Self-Composed Speech
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module

Writer/s: Mick Mars P. Silvano
Reviewers: Gladys S. Asis, Tammy C. Catubig, Ricky Pedralba
Rhoda M. de los Santos, Gemma B. Espadero,
Rowena Ga, Generosa Tolentino,Marvelous Estal,
Pinky Rosarie E. Laurente Vanessa R. Natulla,
Pepsi C. Lopez,
Illustrator: Jason Villena
Layout Artist: LRMS Tandag City
Management Team: Francis Cesar B. Bringas
Isidro M. Biol
Maripaz F. Magno
Josephine Chonie M. Obsenares
Jeanette R. Isidro
Gemma B. Espadero
Printed in the Philippines by ________________________
Department of Education – Caraga Region

Office Address: Learning Resource Management and Development Center (LRMDC)
Teacher Development Center
J.P. Rosales Avenue Butuan City, Philippines 8600
Tel. No: (085) 342-8207, Telefax No.: (085) 342-5969
E-mail Address: caraga@deped.gov.ph
8
English
Quarter 4 – Module 6:
Speech
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
This module is developed based on the Most Essential Learning Competency

(MELC) presented in Week 4 of the English 8 Curriculum Guide for the fourth
quarter. The lesson found in this module is split into self-contained units with their
own activities and notes for further reading. Specifically, this lesson helps you on
how to deliver of a self-composed speech using all the needed speech conventions.
The material can be used for individual study working with different topics
through individualized instruction. In this respect, we hope that the module will itself
be put to use productively in different ways that nonetheless contribute to its
underlying aim: to save our learners from dropping out and to develop an awareness
of reading among our learners, where reading the word is a part of reading the world.
Main Learning Competency
The Most Essential Learning Competency (MELC) covered in this module is

deliver a self-composed speech using all the needed speech conventions.
Objectives:
Specifically, you are to:
1. determine the different speech conventions;
2. critic a speech performance;
3. compose one’s own speech according to a topic of interest;
4. deliver the self -composed speech; and
5. express suggestions in addressing a concern through a speech.
1 CO_Q4_English 8_Module 6
What I Know
Before we start discussing the lesson, let us find out how much you know
about the coverage of this module. The result of this pre-test will determine whether
you will proceed or skip the module. If you get perfect in this assessment, you can
skip the module. If you get at least one mistake, you will proceed with the module.
Directions: Read carefully the following questions and write the letters of your
answers on a separate sheet of paper.
1. Which is NOT TRUE of a purpose statement?

A. realistic
B. results-oriented
C. specific
D. varied
2. Your text cites five values shared by most Filipino citizens. Which is NOT one
of them?
A. good citizenship
B. materialism
C. political views
D. work ethics
3. A predisposition to respond to something in a favorable or unfavorable way is

a/an _____.
A. attitude
B. belief
C. demographic
D. value
4. Which of these is NOT a demographic factor in the delivery of a self-composed

speech?
A. age
B. gender
C. group memberships
D. speech purpose
5. The terms ‘passers-by, captives, and volunteers’ all refer to types of __________.
A. audiences
B. general purposes
C. occasions
D. speakers
6. Sound-related parts of conveyance incorporate all the following EXCEPT _____.
A. articulation B. gestures C. pitch D. volume
7. Which of these could be used in researching a speech?

A. Database
B. Periodicals
C. Website
D. All of these could be used.
8. "The gathering I will be addressing is to be attended by mostly Tandaganons,

middle-class guys who have been fruitful in business. Most are young
professionals and educated." Those announcements are commonplace of
statements from _______.
A. a general purpose
B. a speaker analysis
C. a specific purpose
D. an audience analysis
9. Reviewing your interests is a good step to take when you are _________.
A. analyzing the speaking situation
B. analyzing the audience
C. organizing your speech
D. choosing a topic
10. In developing a speech, it is best to choose a topic…

A. which is uncommon to you so that it will appear fresh.
B. where you are not really interested, so you can empathize with the
audience and develop their interest.
C. that can be delayed so that you can spend so much time searching for
a good topic.
D. that interests you so that you can make it interesting for others.
11. Regarding audience purpose, it is generally reasonable to say that…

A. there might be an assortment of purposes for tuning in inside a group
of people.
B. audience socioeconomics have no relationship to crowd reason.
C. gender is commonly the best indicator of direction.
D. all members are always there for the same purpose.
12. Which is NOT a general purpose in the delivery of a self-composed speech?
A. choose a point wherein you are not so much intrigued, so you can
understand the crowd and build up their advantage.
B. delay your choice if possible so that you spend as much time as you can
be searching for a good topic.
C. choose a subject that intrigues you so you can make it fascinate for other
people.
D. choose a point about which you know nothing so your subject will be
new.
13. Which of the following is an effective statement of a purpose?

A. After my discourse, the crowd will have the option to list four reasons
why youngsters join packs.
B. My design is to educate you about wrongdoing and to convince you to
avoid packs.
C. The design is to educate the crowd about wrongdoing.
D. The reason for my discourse is to educate.
14. Which of the following is the best thesis statement?

A. After my discourse the officials (crowd) will have the option to recognize
a payoff suggestion from honest casual discussion.
B. High school students in my audience will know how to use a search
engine.
C. Changing the way, we subsidize battles will profit competitors and voters.
D. Adapting to a new classmate is like changing a tire.
15. Which of the following considerations should be included in a speaker’s belief

that time should be part of an audience’s analysis?
A. Whether the speech will be in the morning or after lunch, at the
beginning or end of some shared segment of time (semester, retreat), or
on a national or religious holiday
B. What world or local events might be occurring the same day as the
speech
C. How much time has been allotted or assigned
D. All of these are valid time considerations.
Lesson
1 Speech
What’s In
Hi! Are you done with the pre-assessment test? This time, please continue answering
the following exercises in your notebook.
Directions: Determine if the text is narrative, descriptive, expository, or persuasive.
Write the letter of the correct answer in your notebook.
A. Narrative text tells us either true or fiction events or connected sequence

of events. These events are recounted by the narrator to the readers.
B. Descriptive text shows how something is done. It is written through careful
observation. It may pertain to places, persons, animals, featuring their
qualities and distinctive aspects to give a clear and complete description of
something that happened.
C. Expository text is usually nonfiction and is informational. It is not designed
like that of a story but is organized according to purpose or goal of the
author. Examples of this text are news articles, books, manuals, or
textbooks.
D. Persuasive text has the purpose of presenting a point of view to persuade
a reader. This text can be an argument, exposition, discussion, review or it
can also be an advertisement.
1. Teacher Raxie works hardly for the Regional Surveillance on School-Based

Management. With much tasks to accomplish, her hair looks unfixed and untidy.
Her face seems to frown as if no energy is left of her. She barely stands just to
cope with all the needed things to accomplish. With tired-looking eyes, she keeps
them attended by displaying necessary documents on screen.
2. How many times do I have to tell you? We have to work hand-in-hand in order to
sustain our best practices. This recognition defines who we are in everything that
we do. Would it be easy for us to just let go of this status? Let us therefore make
sure that justice will be serve to our hardworking people!
3. Yesterday, our Principal Madam Dorothy L. Suazo appeared before the Barangay
Officials’ regular session to make necessary arrangements in preparation for the
conduct of Regional Surveillance on the Sustainability of School-Based
Management (Advanced Level) at BNHS. Our principal took pride in informing the
barangay that Buenavista NHS is the only school in the barangay who had been
declared as SBM (Advanced Level) implementer. The principal also communicated
the request to sponsor the utilization of internet cafes for the conduct of ORPT
among Grade 7 Learners. The session ended with a manifestation of 100% support
from the Barangay Officials on the conduct of the aforesaid event on April 23.
4. Buenavista National High School has gone to its 1st Surveillance after being
recognized as the only Advanced (Level 3) Practitioner in School-Based
Management (SBM) by DepEd Caraga- Tandag City Division in 2019. Rev. Fr.
Moncelito G. Gamosa, IFI parish priest and Hon. Julieta L. Galupo, BLGU
Education Committee Chairperson, together with the other stakeholders engaged
themselves during the document analysis, observation and discussion processes
(DOD) . The DOD processes were headed by the SGOD Chief Dr. Gregorio C.
Labrado and the Division SBM Coordinator Dr. Maria Teresa M. Ajos.Dr. Labrado
and Dr. Ajos conducted DOD on Principle 1 (Leadership & Governance) and
Principle 3 (Accountability & Continuous Improvement) while Division Planning
Officer Mr. Ronald Arnego and Education Program Supervisor, Mr Benny Abala
worked validated Principle 4 (Management of Resources) and Principle 2
(Curriculum & Instruction), respectively.
5. Kakaiba-yanihan: An Inclusive Psychosocial Support Service for Learners with

Disability. Halina't panoorin mo ang Episode 5 ng Kakaiba-yanihan na may
paksang "GRATITUDE: WAY TO JOY” kasama sina Mr. Rolando Inocencio at Mr.
Chris del Monte. Para sa replay ng episodes at iba pang videos, bisitahin lamang
ang opisyal na YouTube channel ng DepEd Philippines: youtube.com/deped_ph.
(DepEd Caraga Region Facebook Page)
6. To implement the SONA directive of President Rodrigo Roa Duterte in building a
Public Education Network (PEN) and to strengthen the promotion of quality
education during the pandemic, the Department of Education (DepEd) and the
Department of Information and Communications Technology (DICT) seal their
partnership on this day's signing of the Memorandum of Agreement (MOA). (DepEd
Caraga Region Facebook Page)
7. “The pandemic continues to weigh us down but we still have something going on
in our Region that will make us excited for our future. This pandemic provided us
the right time and ample opportunities for doing action researches. We must take
a closer look at these needs to find ways to satisfy our clients. If ever there is the
best time to conduct research, this is the time,” said Regional Director Dr. Evelyn
R. Fetalvero in her message. She also challenged everyone in the department to
“embrace research with passion.” (DepEd Caraga Region Facebook Page)
8. Libertad National High School Dance Company performed a special pre-recorded

dance presentation during the intermission. The dancers harmoniously moved
their feet, hands, and body to interplay with the meaning of the dance. The set
also complemented the story of the dance with a jeepney in a highway, pertaining
to a journey. The show can still be viewed on the DepEd Caraga Region and DepEd
Philippines Facebook pages. (DepEd Caraga Region Facebook Page)
9. Time is gold. True, you can buy Gold at shopping malls, jewelry stores, and
pawnshops. But can you buy time? NO. Time is even more valuable than the most
expensive gold. You cannot turn back time, even if you had zillions. If you lost
gold, you could always purchase a replacement. But if you lost time, could you
seek for another time? NO. That is why time is very precious. Every tick-tock is
worth the grandest gold karat man has ever bought. (Algien A. Parker)
10. As much as possible, do not just sit there the whole day under the tree waiting
for the mango fruit to fall down into your mouth. You are wasting so much time.
Instead of being like Juan, think something productive that you can do even in
little ways such as cleaning the house, helping your younger siblings in their
assignments, and among others. You are never too sure. So wake up, get up and
work. Remember that Grasshopper, who just played the whole summer, asked
help from little Ant who worked his back to store food for winter. (Algien A. Parker)
11. Mahayag beach is filled with people on weekends. They have the chance to relax
and unwind in this beautiful white beach. You can feel you are in Boracay though
you are just in Tandag. The white sand, the crystal-clear water, the fresh air, and
the wonderful people, all shape your experience in this refreshing beach. Children
play, mothers bond, and fathers rest.
12. Here comes another busy day. People sit on their tables. They open their laptops.
Some work with music while others listen to news simultaneously. Meetings here
and there, attending either virtually or face-to-face. People ask reports from each
other, walking fast and furious. They are as busy as the bees.
13. A hundred years ago there lived a king. He had some beautiful daughters, but
the youngest daughter was the most beautiful. Close by the king’s castle, there
was a great dark forest. And under an old lime tree in the forest, there was a well.
When the day was warm, the king’s youngest daughter usually went out into the
forest. When she was bored, she took her golden ball and played with it.
(https://knowitinfo.com/what-is-narrative-text-and-example/)
14. A beggar found a leather purse that someone had dropped in a market place.
Opening it, he discovered that it contained 100 pieces of gold. Then he heard a
merchant shouted, "A reward! A reward to the one who find my leather purse!"
Being an honest man, the beggar came forward and handed the purse to the
merchant saying, "Here is your purse. Will you keep your word to give a reward
now?" "Reward?" scoffed the merchant greedily counting the amount of gold. "The
purse I dropped had 200 pieces of gold in it. Youve already stolen more than the
reward I’ll give to you.! Go away or I’ll tell you to the police." (The Purse of Gold)
15. There was a young boy named Fred. He was such a happy boy because he loved
his mom and dad. One day, his mom and dad told him they would take him
fishing. He was so excited. They fished all day and had the best time!
(https://slideplayer.com/slide/6398008/)
What’s New
It is time for you to know the lesson through the following activities!
Activity 1
Get ready for a discussion with the following questions:
1. Have you given a speech in front of a class before? How did you
prepare for your speech? Enumerate the steps on how you prepared
for it.
.
What were your preparations before you delivered your speech in front of
your classmates? List them down below.
2. What do you think are the qualities of a good speaker? Can you give at least
three?
What is It
Let us have a brief discussion of the lesson. The following points will help you
discover and understand new concepts and skills in the delivery of a self-composed
speech.
What is speech?
Speech is the use of language in human vocal communication. Each language

uses phonetic vowel and consonant sound combinations that form the sound of its
words. Speakers perform several different deliberate acts of speech, for example,
telling, announcing, questioning, persuading, directing. To express meaning, they
may use enunciation, intonation, loudness, tempo, and other non-representational
or paralinguistic aspects of vocalization.
You may refer to all social interactions in which language plays a significant
role as speech events. The interlocutors (the people talking to each other) usually
face each other in a discussion and do not speak at the same time. Most people
initiate their conversations and greet each other, then continue to talk in a turn-
taking way.
Some of the speech events you may be engaged with is when you deliver your
speech during the room-to-room campaign for an SSG election, turn-over speech
during the Juniors-Seniors Promenade, and welcome address or speech of gratitude
during a graduation ceremony. (Hutchinson et al., 2020)
What are the characteristics of a good speech?
A good speech has qualities which can convey a message effectively through
words of mouth or spoken words. Expression should be transparent and
unambiguous so that it is easy for the public to understand. It should be delivered
in an unbiased and unemotional way so that it doesn't drive the audience away from
the main theme. A good speech is one that ensures the participation of the audience
with the speaker and ensures the audience will ensure their attention through
effective listening, expressing their solidarity with the speech and so on. (Based on
“Delivering a Speech Lesson Plan” from study.com)
How to write an effective speech?
Research indicates that the speeches make people remember so little. People
can hear and not understand the voice. Write two simple phrases instead of one long,
complicated sentence. Interpret your speech aloud as you write it down. Your
question should be a representation of who you are and what you care about. Do
analysis. If you have the evidence to back him up, your new policy plan will sound
very good.
In writing your speech, always remember the following conventions to help

you make your speech an effective one:
• Introduce yourself
• Make a great opening statement (a rhetorical question, a surprising
statement, a famous quote)
• Structure your speech
• Begin every paragraph with a topic sentence
• Use very good English
• Express your opinion
• Write from the 1st person and engage your audience
• Use personal details and anecdotes
• Use rhetorical questions
• Use emotive language
• Use figurative language
• Use contrast
• Use repetition
• Use the list of three
• Focus on the topic
(Based on “How to Prepare and Deliver a Speech Effectively,” n.d.)
The Structure of Your Speech
(https://www.perthtoastmasters.org/experiences-speech-ideas-example-speech
-creative-process-conception-execution/)
Introduction
Because the introduction serves as both a sales pitch and a useful outline, it should
strike a good balance between hype and content. Get the audience's attention,
introduce the subject, clarify its importance to the audience, state a thesis or intent,
and outline the key points which are all essential. You can have a road map that
outlines your key points by the end of the introduction. (Based on “Boundless
Communications” from courses.lumenlearning.com)
Body
The body of a speech is the central section of the speech in which the main ideas and
key concepts of the speech are discussed. Except for the introduction and
conclusion, the body is everything. The main points of a speech make up the body of
the speech. This is significant because it aids the audience's comprehension of your
speech. (Jackson, n.d.)
Conclusion
Your speech's conclusion summarizes your main points and purpose while leaving a
lasting impression on your audience. The conclusion's purpose is to summarize your
main points and prepare the audience for the end of your speech. You'll want to
recapture the essence of your speech, including your main points and the reason
you spoke. It's especially important to remember that the end of your speech isn't
the time to introduce new points or new supporting evidence; doing so will only
confuse the audience. Consider your conclusion to be like tying a bow or a ribbon:
it's the finishing touch that makes your project stand out. (Based on “Boundless
Communications” from courses.lumenlearning.com)
How to effectively deliver a speech?
Remember the following in delivering a speech effectively:
Avoid signs of nerves Develop good body

during your speech language
Make eye contact to

Gesticulate for success
engage people
The conventions in delivering a speech include the following:
A measure of perceived
intellect or education is
Articulation how well we articulate.
Proper articulation applie

d to a given word is that Pronunciation
word’s pronunciation.
Subtleties in the way we

Accent, pronounce words and phrase our
Dialect, and speech within a given language
Regionalisms are evident
in accents, regionalisms,
and dialects.
What’s More
Here are some activities for your independent practice to solidify your understanding
and skills about delivering a self-composed speech. You may check the answers to
the exercises using the Answer Key at the end of the module.
Activity 1. Concept Map about Speech Conventions
Directions: Complete the concept map below about the speech conventions. Write
your answers on a separate sheet of paper.
Speech
Conventions
Assessment 1
I hope currently, you already have an idea of a topic for a speech delivery.
Directions: Now, think of the following questions to help you plan for your
topic. Write your answers on a separate sheet of paper.
Who will be your audience?
What is your purpose?
What is your topic?
Here is a checklist containing possible topics which you may like. Tick the box of
your interest or write it down if not found in the list.
1. Beauty is not only in the eye of the beholder.
2. Books are always better than the movie.
3. Pick-up lines do work.
4. YouTube needs to monitor comments.
5. Online friends show more compassion.
2. Sex education does not work.
3. Global warming is a myth.
4. Video games like Mobile Legends are the blame of violence at school.
5. Celebrities are not role models.
6. Social media fame is a scam.
Others:
Adapted from https://www.myspeechclass.com/interesting-speech-topics.html
Activity 2 – Giving Observation on a Speech Performance

Directions: Play using any gadget available, the following video titled “Turnover
Speech of Dr. Evelyn C. Bandoy & Message of SDS Dr. Imelda N.
Sabornido | Turnover Ceremony” through the link
https://youtu.be/wRmJGcqUQRw.
(Note to the student: In case you do not have connection to access the link, please contact your
teacher to provide you the offline file of the video.)
Observe the performance of the two speakers while delivering their speeches with the
following guide questions.
1. What elements of good speech delivery are exemplified by the speakers?
2. How did they communicate effectively in public speaking?
3. What do you think are the purposes of the speeches of the first and the
second speakers?
Assessment 2
Directions: If you were the speaker, what do you think would be the things that you
should consider in making the delivery of the speech effective?
Give your suggestions below.
Things to do...
•Things to consider...
Things to do...
•Things to consider...
Activity 3- Outlining
Directions: Make an outline of your topic for speech delivery using the graphic
organizer below.
•Subpoint 1
Main •Subpoint 2
Point 1
•Subpoint 1
Main •Subpoint 2
Point 2
•Subpoint 1
Main •Subpoint 2
Point 3
Assessment 3
Directions: WRITING MY SPEECH. Based on your topic outline in Activity 3, you
may now write sentences to form paragraphs to come up with a written speech ready
for delivery.
What I Have Learned
Let us try to process what you have learned from the lesson.
Directions: Complete the following chart based from the learnings you gained from
this lesson. Write your answers on a separate sheet of paper.
Three things that you learned from the lesson.

1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
One question I still want to ask.

1._____________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
Two things that I liked from the

lesson.
1. ___________________________
___________________________
2. ___________________________
___________________________
What I Can Do
Your excitement will now come into reality!

Directions: Deliver the speech that you have written earlier. Record your
performance in either audio or video. Below is the performance rubric
for your guidance.
Speech Delivery Rubric

Poor Fair Good Excellent
Boring Alright Enjoyable Entertaining
2 points 3 points 4 points 5 points
Eye Student reads Student looks up The student The student uses
Contact the speech and from their speech makes eye eye contact to
never looks at a few times, contact with all communicate a
the audience or generally sides of the room clearer message
hides behind the contacting only and looks up by looking at
speech. one area of the repeatedly. audience
room. members directly
to highlight a
point.
Voice It is difficult the Once or twice, the The audience The speaker uses
Volume audience to audience cannot can always hear the volume of his
and make out understand an the speaker or her voice to
Clarity important details insignificant clearly. emphasize points
because the detail because and to add
speaker speaks the speaker meaning to the
to quietly or speaks too presentation.
mumbles. quietly or
mumbles.
Pace The speaker's The speaker The pace of the The speaker
pace makes it maintains a good speech is easy to varies the pace in
difficult to pace that may be follow but may order to
understand the a tad too slow or not vary. emphasize points
speech because too fast but may and add
it is too fast. not vary meaning.
understandable
to the audience.
Poise The speaker The student While the Due to practice
seems makes student may and familiarity
unprepared and pronunciation stumble, he or with the speech,
unpracticed errors or become she continues on the speaker
because he or befuddled at one in a professional makes only the
she stumbles point. May use manner. smallest of errors
over many words like "um" like an
words, cannot or "like." unnecessary
read the words, hesitation.
or has a
conversation
with him or
herself in front of
the class.
Body The speaker's The speaker’s The speaker's The speaker's
Language gestures are appearance may appearance is appearance is
distracting. The lack formality professional in professional in
speaker looks because he or dress, stance, dress, stance,
depressed or she is fidgeting, and gestures. and gestures. The
apathetic. not standing up student uses their
straight, or seems body to
insecure. emphasize points
or add meaning.
Voice The speech is The speaker The speech is The speech is
Intonation delivered in a sounds delivered with delivered with
monotone or uninterested in enthusiasm. enthusiasm and
apathetic voice. what he or she is the speaker uses
presenting. intonation in
order to
emphasize points
and add
meaning.
Adopted from https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=L77877&
Congratulations! You have made it this far. Aren’t you proud of yourself? You
have performed varied activities which added more to your knowledge. You are now
in the final round. Good luck!
1. Practice Inflection
Gather some children's books (aimed at 6-10 years of age) and read them
aloud in class or at home. Using inflection to show the punctuation, the force and
the characters. Don’t be scared! Remember this is how most kids learn to read and
speak.
2. Pronunciation
Put several forms and backgrounds into many books, or publications. Browse
through the email and find odd words. Look at them in a dictionary online or offline
and see how they are pronounced. It could turn into a ‘stump the speaker’ game of
guessing how every word is pronounced. This can also be used to point out certain
common words which are frequently mispronounced.
3. Projection
Think of an interesting topic. Talk to yourself in a mirror. Don't scream. Keep
it going for a few minutes (it's going to be loud), then ask someone in your home
about his/her observations of what you are doing.
Assessment
Directions: Read carefully the following questions and write the letters of your
answers on a separate sheet of paper.
1. Which is NOT TRUE of a purpose statement?

A. realistic
B. results-oriented
C. specific
D. varied
2. Your text cites five values shared by most Filipino citizens. Which is NOT one
of them?
A. good citizenship
B. materialism
C. political views
D. work ethics
3. A predisposition to respond to something in a favorable or unfavorable way

is a/an _____.
A. attitude
B. belief
C. demographic
D. value
4. Which of these is NOT a demographic factor in the delivery of a self-composed

speech?
A. age
B. gender
C. group memberships
D. speech purpose
5. The terms ‘passers-by, captives, and volunteers’ all refer to types of

__________.
A. audiences
B. general purposes
C. occasions
D. speakers
6. Sound-related parts of conveyance incorporate all the following EXCEPT

_____.
A. articulation B. gestures C. pitch D. volume
7. Which of these could be used in researching a speech?
A. Database
B. Periodicals
C. Website
D. All of these could be used.
8. "The gathering I will be addressing is to be attended by mostly Tandaganons,

middle-class guys who have been fruitful in business. Most are young
professionals and educated." Those announcements are commonplace of
statements from _______.
A. a general purpose
B. a speaker analysis
C. a specific purpose
D. an audience analysis
9. Reviewing your interests is a good step to take when you are _________.
A. analyzing the speaking situation
B. analyzing the audience
C. organizing your speech
D. choosing a topic
10. In developing a speech, it is best to choose a topic…

A. which is uncommon to you so that it will appear fresh.
B. where you are not really interested, so you can empathize with the
audience and develop their interest.
C. that can be delayed so that you can spend so much time searching for
a good topic.
D. that interests you so that you can make it interesting for others.
11. Regarding audience purpose, it is generally reasonable to say that…

A. there might be an assortment of purposes for tuning in inside a group
of people.
B. audience socioeconomics have no relationship to crowd reason.
C. gender is commonly the best indicator of direction.
D. all members are always there for the same purpose.
12. Which is NOT a general purpose in the delivery of a self-composed speech?

A. choose a point wherein you are not so much intrigued, so you can
understand the crowd and build up their advantage.
B. delay your choice if possible so that you spend as much time as you
can searching for a good topic.
C. choose a subject that intrigues you so you can make it fascinate for
other people.
D. choose a point about which you know nothing so your subject will be
new.
13. Which of the following is an effective statement of a purpose?
A. After my discourse, the crowd will have the option to list four reasons
why youngsters join packs.
B. My design is to educate you about wrongdoing and to convince you to
avoid packs.
C. The design is to educate the crowd about wrongdoing.
D. The reason for my discourse is to educate.
14. Which of the following is the best thesis statement?

A. After my discourse the officials (crowd) will have the option to recognize
a payoff suggestion from honest casual discussion.
B. High school students in my audience will know how to use a search
engine.
C. Changing the way, we subsidize battles will profit competitors and
voters.
D. Adapting to a new classmate is like changing a tire.
15. Which of the following considerations should be included in a speaker’s

belief that time should be part of an audience’s analysis?
A. Whether the speech will be in the morning or after lunch, at the
beginning or end of some shared segment of time (semester, retreat), or
on a national or religious holiday
B. What world or local events might be occurring the same day as the
speech
C. How much time has been allotted or assigned
D. All of these are valid time considerations
Additional Activities
The true test for this lesson is in the actual presentation of the speech. Like voice
and diction, understanding what makes a speech effective without practice is
insufficient. It is useless to learn about the efficient delivery of a self-composed
speech unless you put it into practice for it reinforces the knowledge. Comprehending
the rules for driving on the road is dangerous if the rules are not obeyed in practice.
The same is true for this chapter.
Constant correct practice of speaking will make you a more effective speaker!
Activity: Lights, Camera, Action!
Directions: Read each instruction below. While performing the task, record it using
your cellphone, or camera. Submit your output to the link provided by
your teacher. If you have no gadget, you may borrow from a friend or
relative.
1. Speak Up
Write a brief speech addressing a concern or problem in your community or

things that you should do in this time of pandemic. Record your speech in either
audio or video. Use the rubric below to guide you in your performance. Enjoy!
SKILLS 4 3 2 1
Clear and convincing Clear use of facts and Partially clear use of Confusing or
command of facts and information with facts and information incomplete facts with
Research information with partially developed with limited or little and/or confusing
Analysis
insightful explanations explanations in incomplete explanations as to
that help to illustrate support of the explanations to how the facts support
the speaker’s ideas and speaker’s ideas or support the speaker’s the speaker’s ideas or
arguments. At least six arguments. At least six ideas or arguments. At arguments. At least
sources are sources are least five sources are four sources are
incorporated into the incorporated into the incorporated into the incorporated into the
speech. All six sources speech. speech. speech.
are used to strengthen
the persuasive
argument.
Clearly and logically Clear attempt at Some inconsistencies A lack of organization

organized speech with organization with a in organization makes it difficult to
an engaging beginning, middle, and/or a lack of follow the speaker’s
Organization introduction, a and end and an sustained focus ideas; speech may be
logically sequenced attempt to use throughout the speech too conversational
body with appropriate transitions with inconsistently and may ramble
transitions, and a clear used transitions without a clear
and convincing beginning, middle, or
conclusion. end
Uses sophisticated Uses appropriate Use words that may Inappropriate use of
and varied language language and word be unsuited to the language distracts the
that is suited to the choice, but with less topic, audience or audience because it is
Language topic and audience; sophistication, purpose of the speech; too informal or too
word choice is expressiveness and/or word choice lacks imprecise given the
concise, original, and originality originality and fails to topic and purpose of
effectively conveys the convey an appropriate the speech
appropriate tone given tone for the speech
the purpose of the
speech
Artfully incorporates Incorporates at least Incorporates at least Incorporates four or

at least six different six different tropes or five different tropes or fewer tropes or
tropes or schemes to schemes to persuade schemes to persuade schemes to persuade
Tropes and persuade the target the target audience the target audience. the target audience.
Schemes audience. Tropes and
schemes are fluidly
and naturally scattered
throughout the speech
and aid in the
persuasive argument.
Usage does not feel
forced.
Appeals All three appeals are All three appeals are An attempt at using all Either not all appeals
fluidly and naturally clearly used three appeals is made, are obvious or they
scattered throughout throughout the speech although there may be are used ineffectively
the speech with to effectively some imbalance or the
persuasion may be
a balance that persuade your slightly ineffective
effectively aids in your audience
persuasion without
making it feel forced
or contrite
Grammar No spelling, Some minor spelling, Multiple spelling, Numerous spelling,

and punctuation, punctuation, punctuation, punctuation,
Conventions capitalization, capitalization, capitalization, capitalization,
grammar or usage grammar or usage grammar or usage grammar or usage
errors. errors; some sentence errors; mechanical errors which distract
variety; a few errors in errors do not disrupt reader. Numerous
Written in an artful MLA formatting. flow of ideas. Some errors in MLA
style with sentence errors in MLA formatting.
variety. No MLA formatting.
formatting errors.
Adopted from
http://www.lindblomeagles.org/ourpages/auto/2012/4/26/52048625/2012%20Written%20Speech%
20Rubric.doc
Speech Delivery Rubric

Poor Fair Good Excellent
Boring Alright Enjoyable Entertaining
2 points 3 points 4 points 5 points
Eye Student reads Student looks up The student The student uses
Contact the speech and from their speech makes eye eye contact to
never looks at a few times, contact with all communicate a
the audience or generally sides of the room clearer message
hides behind the contacting only and looks up by looking at
speech. one area of the repeatedly. audience
room. members directly
to highlight a
point.
Voice It is difficult the Once or twice, the The audience The speaker uses
Volume audience to audience cannot can always hear the volume of his
and Clarity make out understand an the speaker or her voice to
important details insignificant clearly. emphasize points
because the detail because and to add
speaker speaks the speaker meaning to the
to quietly or speaks too presentation.
mumbles. quietly or
mumbles.
Pace The speaker's The speaker The pace of the The speaker
pace makes it maintains a good speech is easy to varies the pace in
difficult to pace that may be follow but may order to
understand the a tad too slow or not vary.
speech because too fast but may emphasize points
it is too fast. not vary and add meaning.
understandable
to the audience.
Poise The speaker The student While the Due to practice
seems makes student may and familiarity
unprepared and pronunciation stumble, he or with the speech,
unpracticed errors or become she continues on the speaker
because he or befuddled at one in a professional makes only the
she stumbles point. May use manner. smallest of errors
over many words like "um" like an
words, cannot or "like." unnecessary
read the words, hesitation.
or has a
conversation
with him or
herself in front of
the class.
Body The speaker's The speaker’s The speaker's The speaker's
Language gestures are appearance may appearance is appearance is
distracting. The lack formality professional in professional in
speaker looks because he or dress, stance, dress, stance,
depressed or she is fidgeting, and gestures. and gestures. The
apathetic. not standing up student uses their
straight, or seems body to
insecure. emphasize points
or add meaning.
Voice The speech is The speaker The speech is The speech is
Intonation delivered in a sounds delivered with delivered with
monotone or uninterested in enthusiasm. enthusiasm and
apathetic voice. what he or she is the speaker uses
presenting. intonation in
order to
emphasize points
and add meaning.
1. My Friend’s Fictional Life
What you do in this activity is you stand up before people (you can do it home
by yourself as well) and you take one of your friends and introduce them to them.
Instead of presenting them in the usual way, though, you are making them up a
fictional story.
So, you say, hi this is Samantha, and she moonlights as a guitarist in the
church. And you talk about her life, whatever it may be.
2. Impromptu Game
Essentially, you just get up in front of people and someone gives you
something impromptu in which to ride.
It could be a topic; it could be a sentence, or it could be just a single word or
something like that. But we run on just one subject.
For example: You need to talk about the Corona Virus Disease of 2019, or you
need to talk about what makes you a great learner, or you need to talk about social
distancing or constant proper handwashing. So that’s the impromptu game.
CO_Q4_English 8_Module 6 25
What I Know What’s In
Pre-Test 1. Descriptive
2. Persuasive
1. D 3. Expository
2. B 4. Expository
3. A 5. Persuasive
4. D 6. Expository
5. A 7. Expository
6. B 8. Descriptive
7. D 9. Persuasive
8. D 10. Persuasive
9. D 11. Descriptive
10. D 12. Descriptive
11. A 13. Narrative
12. D 14. Narrative
13. B 15. Narrative
14. C
15. D
What’s More Assessment
Activity-1 (suggested answers) 1. D
2. B
avoiding long, complicated sentences; articulation; 3. A
pronunciation; accent, dialect, & regionalisms 4. D
5. A
Assessment-1 6. B
7. D
Answers may vary 8. D
9. D
Activity 2
10. D
Answers may vary 11. A
12. D
Assessment 2 13. B
14. C
Answers may vary 15. D
Activity 3
Answers may vary
Assessment 3
Answers vary
Answer Key
Reference
Boundless. (n.d.). Boundless communications. Retrieved April 20, 2021, from
https://courses.lumenlearning.com/boundless-
communications/chapter/introduction/#:~:text=The%20introduction%20ha
s%20five%20important,that%20outlines%20your%20main%20points.
"Delivering a Speech Lesson Plan." Study.com. November 10, 2016.
https://study.com/academy/lesson/delivering-a-speech-lesson-
plan.html.
Dictionary.cambridge.org. 2020. SPEAK UP | Definition In The Cambridge

English Dictionary. [online] Available at:
<https://dictionary.cambridge.org/us/dictionary/english/speak-up>
[Accessed 15 May 2020].
Englishmate.com. 2020. How To Prepare and Deliver A Speech Effectively –

Englishmate Blog. [online] Available at:
<https://www.englishmate.com/blog/how-to-prepare-and-deliver-a-
speech-effectively/> [Accessed 15 May 2020].
Hutchinson, C., Adler, R. and Rodman, G., 2020. Understanding Human

Communication. [online] Oxford University Press. Available at:
<https://global.oup.com/us/companion.websites/9780199747382/stu
dent/chapter11/tests/quiz/> [Accessed 14 May 2020].
Jackson, C. (n.d.). Take online Courses. earn college Credit. research schools,
DEGREES & careers. Retrieved April 20, 2021, from
https://study.com/academy/lesson/the-body-of-the-
speech.html#:~:text=The%20body%20of%20a%20speech%20is%20the%20ce
nter%20part%20of,made%20up%20of%20main%20points.&text=This%
20is%20important%20because%20it%20helps%20the%20audience%20follo
w%20your%20speech.
Sccollege.edu. 2020. Identifying Primary and Secondary Resources. [online]
Available at: <https://sccollege.edu/Library/Pages/primarysources.aspx>
[Accessed 15 May 2020].
UniversalClass.com. 2020. How To Deliver An Effective Speech: Knowing Your
Audience. [online] Available at:
<https://www.universalclass.com/articles/business/delivering-an-
effective-speech-knowing-your-audience.htm> [Accessed 15 May 2020].
2020. Peaceprof4.Files.Wordpress.Com.
https://peaceprof4.files.wordpress.com/2017/10/chapter-12-
delivering-your-speech.pdf.
http://www.lindblomeagles.org/ourpages/auto/2012/4/26/52048625/2012
%20Written%20Speech%20Rubric.doc
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=L77877&
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph

English: Quarter 4 - Module 6: Delivering A Self-Composed Speech

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English: Quarter 4 - Module 6: Delivering A Self-Composed Speech

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8

Published by the Department of Education

Development Team of the Module

Printed in the Philippines by ________________________

Department of Education – Caraga Region

Pre-tests are provided to measure your prior knowledge on lessons in each

This module is developed based on the Most Essential Learning Competency

Main Learning Competency

The Most Essential Learning Competency (MELC) covered in this module is

Specifically, you are to:

1. determine the different speech conventions;

2. critic a speech performance;

3. compose one’s own speech according to a topic of interest;

4. deliver the self -composed speech; and

5. express suggestions in addressing a concern through a speech.

1. Which is NOT TRUE of a purpose statement?

3. A predisposition to respond to something in a favorable or unfavorable way is

4. Which of these is NOT a demographic factor in the delivery of a self-composed

7. Which of these could be used in researching a speech?

8. "The gathering I will be addressing is to be attended by mostly Tandaganons,

10. In developing a speech, it is best to choose a topic…

11. Regarding audience purpose, it is generally reasonable to say that…

13. Which of the following is an effective statement of a purpose?

14. Which of the following is the best thesis statement?

15. Which of the following considerations should be included in a speaker’s belief

A. Narrative text tells us either true or fiction events or connected sequence

1. Teacher Raxie works hardly for the Regional Surveillance on School-Based

5. Kakaiba-yanihan: An Inclusive Psychosocial Support Service for Learners with

8. Libertad National High School Dance Company performed a special pre-recorded

Speech is the use of language in human vocal communication. Each language

How to write an effective speech?

In writing your speech, always remember the following conventions to help

(Based on “How to Prepare and Deliver a Speech Effectively,” n.d.)

Remember the following in delivering a speech effectively:

Avoid signs of nerves Develop good body

Make eye contact to

The conventions in delivering a speech include the following:

Proper articulation applie

Subtleties in the way we

Activity 1. Concept Map about Speech Conventions

Who will be your audience?

What is your purpose?

What is your topic?

Activity 2 – Giving Observation on a Speech Performance

Three things that you learned from the lesson.

One question I still want to ask.

Two things that I liked from the

Your excitement will now come into reality!

Speech Delivery Rubric

1. Which is NOT TRUE of a purpose statement?

3. A predisposition to respond to something in a favorable or unfavorable way

4. Which of these is NOT a demographic factor in the delivery of a self-composed

5. The terms ‘passers-by, captives, and volunteers’ all refer to types of

6. Sound-related parts of conveyance incorporate all the following EXCEPT

8. "The gathering I will be addressing is to be attended by mostly Tandaganons,

10. In developing a speech, it is best to choose a topic…

11. Regarding audience purpose, it is generally reasonable to say that…

12. Which is NOT a general purpose in the delivery of a self-composed speech?

14. Which of the following is the best thesis statement?

15. Which of the following considerations should be included in a speaker’s

Write a brief speech addressing a concern or problem in your community or

Clearly and logically Clear attempt at Some inconsistencies A lack of organization

Artfully incorporates Incorporates at least Incorporates at least Incorporates four or